Making an argument that writing is digital; but what does digital mean to us as writing instructors?
How have digital, networked technologies changed writing?
Creating a new framework for how writing happens
Digital Is...
Now (and then)
Networked -- the revolution isn't in the tools, it's how we are using these tools in our personal, professional, academic, and civic lives
"Elements of effective writing instruction can be amplified in networked spaces. What happens in blogging and in podcasting is these things that can seem almost imaginary become real." -- Paul Allison
Clifford Lee -- "Using these multimedia approaches to traditional subjects enables me to tap into the multiple intelligences of my students. It forces me to learn, apply, and strategize new tools that may aid in my students' learning of the traditional canon of ELA." NWP Profiles in Practice site
taking students places where we didn't think they would go, and they didn't think they would go
students have broad access outside of school, and prefer to do some work at home on their own computers
school district with TV station--constantly being asked for content (digital productions by students would be ideal!)
Andrea Z. does not follow directions
finding real audiences makes a HUGE difference--for us and for our students
multimodal composition is incredibly dense--in a good way!
even if you don't think you're tech savvy, there are lots of skills to bring and share in the classroom (we are the value-added)
multimedia production helps students be more critical users and creators
net neutrality might have a significant impact, whether we can see that impact coming or not
digital divides exist--in many ways and places
Andrea Z. does follow directions
we need to show students that we're asking them to do things that aren't far outside, but we also have to provide them time to do so
how can we get more resources??? how can we do more with what we have???
if students don't feel work and writing come from a real place, they might not care--and the real place, for many of them, is the digital environment
we need to create spaces where multimodal composing is deep
how balance "touchy feely" writing and "what kids need"--kids need the THINKING that we teach them
how to translate letters written into audio files to better convey meaning and care
we want to help students, but we want to help ourselves first!
it's okay to let the students lead us, once we set the framework
knowing the rules and then knowing how and when to productively break them!
children do better when they have more freedom; we do better when we have more freedom
help each other transferring tech knowledge across projects and into our classrooms
"my goal is to get rid of the postal system"--need to spend more time and energy working with digital portfolios/e-portfolios, and less time and cost postal mailing!
enhancing student ownership over writing and projects is key--a necessity for getting kids to write
there's a BIG story underneath the "Profiles in Practice" work--of teachers planning, collaborating, sharing, etc.--revealing of teachers' deep knowledge and willingness to share
authentic opportunities respectful of people's culture, you get so much
"personal habits of mind" may be the overarching list from the big list
digital is... evolving and NEEDS organization
what does it mean to be a good digital citizen? what about hiding behind the anonymity of the internet? what happens if we assume "false faces" and what impact might that have?
how to invite students to bring to school EVERY piece of technology to which they have access--and use in the classroom (rather than prohibit!)
choice IS important; agency and identity are important and obvious in the "Profiles in Practice" video--and the digital environment allows them to take on roles as author and see themselves as authors
powerful creation of portfolio sites through Google sites; power of teachers teaching teachers > thriving, not just getting by = lots of upgrades
digital work takes a long time and a lot of patience; do we and our schools have the patience for this time in the hurry to cover so much material? how do we make the case for digital projects that might take a lot of time?
we love papers and pencils and getting mail
lots of power and possibility in digital storytelling in the first-year college writing context
power of digital world in getting students who don't want to write to write
what can we do to engage digital tools and do digital stuff in a tight budget climate? with little resources?
how can we do cool, new, digital stuff and fit in all the content we have to fit in?
technological equity > how do we assure this in our classrooms?
how much responsibility do we bear when we might not know how to something? is it our responsibility to teach students to tweet? to tag?
how do we negotiate the fact that writing is often linear, but our visual seeing, thinking, looking, doing is not?
how do we help students think outside the box (especially given a lot of their teachers are thinking INSIDE of the box)?
we have a lot to learn! -- and it's exciting
small steps matter! in learning and in teaching
sometimes we have to slow down; can't always live on the surface (e.g., March of the Penguins vs. "March of the Penguins with Bunnies in 30 Seconds"
digital tools can engage learners in different ways at different stages
how do we convince our school districts, colleagues, etc., that digital writing is valuable?
what do we do when our administrators believe that digital work and digital literacy distract from other forms of learning (especially that tested by standarized exams)?
we love words; we love verbs
AMPLIFY
encouraging students to layer writing with images and other visuals
9th graders don't respond well to the word "sophisticated"
digital writing practices build on what we already do and know!
we are not authorities in terms of the literacies our students bring to the classroom
hold onto the power of process! we can show them what process does
deep digital projects are the result of lots of observation and inquiry, and strong attention to audiences
authentic, strategic actions are the life and breath of what we do as human beings
we have room to give individuals time and opportunity to work together on things that have meaning to each other, and to others; collaboration matters; collaboration builds; collaboration creates
everything above is true and right
Sara doesn't follow directions either
Troy rocks
small potent gestures matter, and we can make small changes--with one student, with one small group of students, in our classrooms, in our school districts, etc. and these small, potent gestures can make for big change (Danielle, channeling Cindy Selfe)
NWPM Digital Is...
Monday, Opening Session: 6:30 - 8:00Auditorium
Danielle DeVoss
Notes and Ideas from Discussion
(created on http://www.wordle.net/create using the text from the above list)
Created on GraphJam: http://cheezburger.com/matienda/lolz/View/3845447680